Cognitive modeling and intelligent tutoring
Artificial Intelligence - Special issue on artificial intelligence and learning environments
Using scientific experiments in early computer science laboratories
SIGCSE '92 Proceedings of the twenty-third SIGCSE technical symposium on Computer science education
The quest for excellence in designing CS1/CS2 assignments
SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Exploring Martian planetary images: C++ exercises for CS1
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Adding some spice to CS1 curricula
SIGCSE '97 Proceedings of the twenty-eighth SIGCSE technical symposium on Computer science education
Teaching two-dimensional array concepts in Java with image processing examples
SIGCSE '03 Proceedings of the 34th SIGCSE technical symposium on Computer science education
Incorporating mathematics into the first year CS program: a new approach to CS2
Journal of Computing Sciences in Colleges
The risks and benefits of teaching purely functional programming in first year
Journal of Functional Programming
Enhancing apprentice-based learning of Java
Proceedings of the 35th SIGCSE technical symposium on Computer science education
Using image processing projects to teach CS1 topics
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Cooperative learning techniques in CS1: design and experimental evaluation
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Teaching CS1 with graphics and C
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
RoboCode & problem-based learning: a non-prescriptive approach to teaching programming
Proceedings of the 11th annual SIGCSE conference on Innovation and technology in computer science education
Using graphics research to teach freshman computer science
ACM SIGGRAPH 2006 Educators program
Suggestions for graduated exposure to programming concepts using fading worked examples
Proceedings of the third international workshop on Computing education research
Instructional design of a programming course: a learning theoretic approach
Proceedings of the third international workshop on Computing education research
A survey of literature on the teaching of introductory programming
Working group reports on ITiCSE on Innovation and technology in computer science education
Using the inverted classroom to teach software engineering
Proceedings of the 30th international conference on Software engineering
Experiences from teaching functional programming at Chalmers
ACM SIGPLAN Notices
Experiencing programming assignments in CS1: the emotional toll
Proceedings of the Sixth international workshop on Computing education research
Expanding security awareness in introductory computer science courses
2009 Information Security Curriculum Development Conference
Proceedings of the 42nd ACM technical symposium on Computer science education
Making teaching of programming learning-oriented and learner-directed
Proceedings of the 11th Koli Calling International Conference on Computing Education Research
Issues with a course that emphasizes self-direction
Proceedings of the 18th ACM conference on Innovation and technology in computer science education
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This paper reports on the action research that studies how to implement self-directed learning of programming in the academic context. Based on our findings from the previous steps with this research agenda, we focus on the design of learning materials. That is, we aim to facilitate the students' self-directed learning by developing illustrative and concise materials that the students could use to efficiently develop theoretical understanding of the learning topics. In designing the materials, we will rely on the cognitive load theory as the guiding theoretical framework. The paper demonstrates the planning stage of our second action research cycle.